Parental and teacher expectations: Autonomous or conformist child personality

Abstract

Family undoubtfully contributes to developing children's concrete needs, interests and social behavior through closer definition of goals and values they should tend to. In addition to family, school is considered to be one of the most important and responsible factors in the process of developing autonomous, independent student personality. Therefore, through its teaching methods, organization of social life, structure of authority and other aspects of school life, school should make provisions for a student to develop characteristics and abilities that autonomous personality is characterized by. The aim of the paper was to examine parental and teacher expectations concerning desired educational goals that contribute to developing of autonomous in contrast to conformist personality. Parents and teachers of Belgrade secondary-school students (P = 125, T = 45) were examined using Parental Values Scale (Kohn) somewhat modified for sample concerning teachers. The results show that parents and teachers are oriented to autonomous child personality development. Some differences that occurred in the choice of certain values were the result of the effect of respondents' role (parent-teacher), that is, of view imposed by a certain role

Porodica neosporno doprinosi formiranju konkretnih potreba, interesovanja i socijalnog ponašanja dece kroz bliže određivanje ciljeva i vrednosti kojima bi ona trebalo da teže. Pored porodice, škola se smatra jednim od najodgovornijih i najvažnijih činilaca u procesu formiranja autonomne, samostalne ličnosti učenika. Škola bi, dakle, svojim nastavnim metodama, organizacijom socijalnog života, strukturom autoriteta i ostalim aspektima školskog života trebalo da omogući učeniku da razvija osobine i sposobnosti koje odlikuju autonomnu ličnost. Cilj ovoga rada je da se ispitaju očekivanja roditelja i nastavnika u pogledu poželjnih vaspitnih ciljeva, koji doprinose formiranju autonomne nasuprot konformističkoj ličnosti. Ispitani su roditelji i nastavnici beogradskih srednjoškolaca (R=125, N=45), skalom roditeljskih vrednosti (Kohn: Parental Values Scale), koja je u izvesnoj meri modifikovana za uzorak nastavnika. Rezultati su pokazali da su roditelji i nastavnici orijentisani ka razvoju autonomne ličnosti dece. Izvesne razlike koje su se pojavile pri izboru određenih vrednosti bile su posledica uticaja uloge ispitanika (roditelj ( nastavnik), odnosno shvatanja koje nameće određena uloga